The Science Communication Collaboration: Bridging Science and Illustration in the classroom

Kimberly Moss, Science Visualization and Illustration program, Iowa State University, Iowa, USA
Jacqueline Reber, Department of the Earth, Atmosphere, and Climate, Iowa State University, Iowa, USA
Madeleine Bouillon, Science Visualization and Illustration program, Iowa State University, Iowa, USA
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Abstract

The idea of STEAM, integrating Art and STEM, has been around for over a decade. While many scientists are drawn to art and artists to science it can be challenging to acclimate scientists to effective visual communication workflows and the artistic ideation process and for artists to identify and illustrate the salient aspects of an unfamiliar area of science. Here, we present on our experience of integrating art and science across an undergraduate and a graduate level course at Iowa State University. Every step of the process is outlined with all the tips and tricks we have learned over the last six years with the hope to inspire fellow instructors to strike up a collaboration between an art class and a science class.
We start out with two classes that each have their own learning objectives and target student audiences. Application of Scientific Illustration Techniques is a class for majors in the Scientific Illustration and Visualization Program. Students in this class are mainly juniors. Science Communication Strategies for Scientists and Engineers is a graduate level class that is open to any STEM graduate student at ISU. The collaboration between the two classes revolves around the development of an infographic, or graphical abstract. The infographic is targeted for a general public audience in a style appropriate for display at a science museum. Each graduate STEM student is paired with an undergraduate illustration student. The pairs then determine which aspect of the graduate's research to illustrate. During the process of generating the infographics, the teams navigate working with a partner that has a different background, they develop a working contract, conduct user-testing, participate in critiques, and ultimately showcase their final work in an open-house format with each presenting on both the science and visual communication components. 
The strength of our approach is that both classes stand by themselves while gradually integrating students into collaborating across disciplines through key work-in-progress milestones. This means the courses are relevant to the individual student populations, attracting students successfully, and building their respective toolboxes. The collaborative piece, which takes up approximately 25-30% of both classes, builds on skills students have already learned in their respective curricula. Through the collaboration, students can train their communication, teamwork, and presentation skills in a real-world environment.

Session

Geoscience education